An analysis of teachers' lived experiences of implementing the fundamental transformation document in elementary schools.

Background and Objectives: This study was conducted with the aim of analyzing the lived experiences of teachers from the implementation of the Fundamental Transformation Document in elementary schools in Birjand city. Teachers' experience refers to all their perceptions, feelings, impressions, and interpretations of how the Fundamental Transformation Document (131 implementation strategies) was implemented. This study was conducted with the understanding of the importance of human lived experience in assessing the current situation and identifying deficiencies and gaps that result in non-implementation or defects in the implementation of the Fundamental Transformation Document as a constitutional document. Methods: In this study, the phenomenological method was used to understand their lived experiences. The participants in the study were selected from the community using purposive sampling, a number of 16 teachers with more than ten years of work experience until theoretical saturation was reached. The data collection tool was in-depth and semi-structured interviews. Data analysis was performed using the Claise method and MaxQDA software. Findings: Finally, the results showed that teachers have limited knowledge of the fundamental transformation document and only define it in terms of 6 general areas, but they are confused and have difficulties in implementing them. Conclusion: Implementing the fundamental transformation document requires taking the necessary knowledge, attitude, and skill measures to increase knowledge and belief and take practical action to effectively implement it.